LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	76644
Collocazione	UPS BIBL CENTR SL-II-649
Vecchia numerazione	399354
Autore	FLIELLER, A.
Titolo	Who benefits from dyadic teacher-student interactions in whole-class settings? Parte componente di periodico
Descrizione fisica	pp. 311-324.
Nota generale	Estratto da: Journal of Educational Research 2016, 109, 3
Riassunto	To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions.
Tipo di documento	RICERCA.
Soggetto	RELAZIONI.
	DOCENTI.
	STUDENTI.
	INSEGNAMENTO.
	AMBIENTE.
	SCUOLA PRIMARIA.
	RENDIMENTO.
	FRANCIA.
	LUSSEMBURGO.
Ambito	Pedagogico
Ambito	Statistico
Autore Secondario	JARLÉGAN, A.
Autore Secondario	TAZOUTI, Y.
Titolo correlato	Journal of Educational Research 2016, 109, 3.
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=115578951&lang=it&site=ehost-live

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Who benefits from dyadic teacher-student interactions in whole-class settings?